This course aims to acquaint students with the theories, approaches,
methods, and specific techniques concerning the teaching of English as a second
language. In effect, it explores the relationship between second language
acquisition theory and research on the one hand, and actual classroom language
learning and instruction on the other.

The course is divided into two major parts. The first part of the course
focuses on a historical review, analysis and intense evaluation of major 20th
and 21st century approaches and methods in language teaching utilized
in predominantly western, canonized paradigms of language teaching. The aim of
this part of the course is to equip you with a contextualized, cohesive, and
theoretical understanding of major and minor changes in past and current
language teaching trends in order to facilitate your own personal choice of
language teaching pedagogy.

The second part of the course focuses on the macro
and microstrategies of language teaching with a specific emphasis on the
microstrategies/techniques meant to enhance the creation of a personalized, and
contextually relevant praxis of English language teaching. Such strategies
include but are not limited to the following: maximizing language learning
opportunities; monitoring classroom discourse; minimizing anxiety in the
language learning class; promoting negotiated, cooperative interaction;
increasing metalinguistic awareness; promoting discovery learning;
contextualizing language input; enhancing relevancy; and utilizing techniques
which foster the holistic integration of listening, speaking, reading and
writing skills. The eventual aim is to provide a battery of key cultural
considerations to effectuate relevant and effective instruction for multi-level
and diverse learners in rural settings. In keeping with the goal of exposing
students to theory, research and application in pedagogy, each institute will
focus on the areas of theory/research, application and praxis.

COURSE OBJECTIVES

By the end of the course, students should not only have a clearer understanding
of the relationship between second language theory, research and actual
language teaching pedagogy, but will also be able to:

Exhibit a detailed understanding of the major historical trends in language
teaching in the 19th, 20th and 21st
centuries concerning the specific areas of approach, design and procedure
via a detailed lesson plan design task incorporating key attributes of two
randomly selected methods from any of the periods.

Demonstrate a critical awareness and understanding of a variety of
strategies relevant to specific methods via a praxis experience entailing
the utilization and juxtaposition of two ‘diametric’ methods in a
microteaching event.

Display an informed theoretical understanding of the variables of learner,
context/culture, classroom and linguistic input in the shaping of trends in
language teaching methodology via a detailed self-analysis and peer
observation of a micro-teaching event.

Utilize a variety of effective and relevant macro and micro teaching
strategies necessary for the effective teaching of the language skills of:
reading, writing, listening and speaking. This will be achieved via an
extensive clinical experience entailing the detailed observation and
analysis of embedded teaching strategies, classroom organization skills and
language management techniques aimed at enhancing both fluency and accuracy
in learners’ language in close observation of real-time teaching events in
self observed classrooms.

Generate a personal, theoretically sound and informed theory of second
language teaching based on canonized methods, principled pragmatism and
responsible eclecticism with workable, flexible, context-sensitive macro and
micro-teaching strategies and techniques.

The long-term outcome is to equip teachers with the expertise and
confidence to handle ESOL populations that exhibit multiplex variation, that is
students who come from a variety of ethnic, linguistic, educational and
experiential backgrounds, and to provide educators with a repertoire of
approaches to trigger meaningful curricula design and classroom instruction.
The ultimate goal is to equip educators with dynamic pedagogical techniques that
will instigate informed decisions concerning the approaches and methods that
will enable students to most efficiently achieve their desired level of language
proficiency.

**** Additional readings will be distributed in class or placed on reserve at
the library.

Writing across the currIculum (wac) statement

All written work in this course including, but not limited
to, the formal assignments, such as the written assignments, as well as the
formal project, are in support of the University’s Writing across the Curriculum
Program.

ACADEMIC DISHONESTY/PLAGIARISM
Policy

The English Department takes
plagiarism, the unacknowledged use of other people’s ideas, very seriously. As
outlined in the Student Handbook under the “Policy on Student Academic
Integrity,” plagiarism may receive such penalties as failure on a paper or
failure in the course. The English Department recognizes that plagiarism is a
very serious academic offense and professors make their decisions regarding
sanctions accordingly. Since the research paper is a very important component
of this class, please familiarize yourself with the details below.

Each of the following
constitutes plagiarism:

1. Turning
in as your own work a paper or part of a paper that anyone other than you
wrote. This would include but is not limited to work taken from another
student, from a published author, or from an Internet contributor.

3. Including in a paper someone else’s original
ideas, opinions or research results without attribution.

4. Paraphrasing
without attribution.

A few changes in wording do not
make a passage your property. As a precaution, if you are in doubt, cite the
source. Moreover, if you have gone to the trouble to investigate secondary
sources, you should give yourself credit for having done so by citing those
sources in your essay and by providing a list of Works Cited or Works
Consulted at the conclusion of the essay. In any case, failure to provide
proper attribution could result in a severe penalty and is never worth the risk.

SPECIAL NEEDS: Any
students with disabilities or other special needs, who need special
accommodations and adjustments in this course, are invited to share these
concerns or requests with the instructor as soon as possible.

Attendance Policy and class
structure

You are responsible for coming
to every class meeting barring any emergencies. Consistent tardiness and
absences from this class will negatively impact your overall grade in the
course. Please keep this in mind throughout the course. There will be
unannounced in-class work assignments. Since this is a very practical course, be
sure come to class rested and alert. Always come to class with
your textbooks and a video of your hours of videotaped teaching. The
short duration of the course will require that you take careful notes throughout
the duration of the course. These notes will aid in your recall of key
information to be used later for review exercises and in-class work. Your
in-class work assignments will constitute part of the grade awarded for class
participation/review. If you are absent on a day of an in-class assignment,
you will receive a zero for that assignment. If the reason for the
absence is valid (such as sickness or any such unforeseen circumstance), make-up
work may be assigned. Otherwise, missed in-class work may not be made up. The
tight schedule of this class will require you to manage your time very wisely.
As much as possible, assignments and projects are due on dates to ensure the
effective use of both in-class and out-of-class time. Late assignments will not
be permitted. Please let me know if you have any questions or concerns as soon
as possible. This class assumes professional conduct at all times, and you may
be asked to leave this class if you fail to respect the professional etiquette
due your fellow peers and instructor.

CELL PHONE POLICY: In
recognition of the busy lives of students of the 21st century, cell
phones will be permitted in this class only on modes of operation that will not
disrupt class. You will be required to turn all cell phone ringers off, once
class begins. Students cannot have cell phone conversations while class
is in session. Use of laptops and other electronic devices assumes professional
conduct at all times. This means that unless designated as part of the content
of the course, please refrain from surfing the web or checking e-mail while
class is in progress as this is very distracting to fellow classmates.

REQUIREMENTS AND STRUCTURE OF THE COURSE

1. Micro-Teaching: Juxtaposing two
Methods: 20%

2. Reflective essay on micro teaching
event: 20%

3. Memory Jolts/Reviews/video
demos: 20%

4. Content coach reaction
briefs: 20%

5. Working professional portfolio:
oral/written: 20%

------

100%

DETAILED EVALUATION CRITERIA

1.Microteaching:
Juxtaposing Two Methods: In the interests of time, you have
randomly been assigned two methods of language teaching to showcase. Please
reference appropriate parts of your textbook: Approaches and Methods in
LanguageTeaching in your preparation to design this task. Also,
refer to key sections of Practical Techniques in Language Teaching
(chapters 5-11) depending on whether you are designing speaking, reading,
writing or listening tasks.

Choose to do a language lesson—you can create a new one or use one you have
systematically designed in your previous courses for example the detailed
teaching tasks delivered in your Principles of Linguistics course.
Make sure to reference all relevant information such as the age group,
proficiency level, and other information your see relevant to the method you
are teaching with.

Design two actualizations of this same lesson utilizing the
two assigned methods to guide in the delivery. (15 minutes each—very strict
time codes will be followed.)

Plan and time the delivery—it will be simulated—so cut back on irrelevant,
long tasks—just design supplementary handouts/power point slides briefly
describing such activities to save time.

Your focus should be on showcasing the specifics of the assigned method.
Consequently, at some points, you will have to summarize since your task is
to show the class how different the two methods are in teaching the
same point! (Warning: Some methods may not be diametrically different).

You will be penalized if you go over the time limit.

Actually deliver micro-lesson-Method #1: (15 minutes maximum in class
on the day assigned).

Note: The above listed items may not all be relevant to your
method. Your task is to choose the appropriate details relative to the method.
You may have to use you own categorization based on the text: Approaches and
Methods in LanguageTeaching.

(see next page)

Part II: Formal Evaluation:

A). What you would do if you had more time to actually deliver the lessons’
specifics using the assigned methods,

B). What did you see as:

a). Your strengths in the delivery of the lessons as they
pertained to the approach/method assigned,

b). Your weaknesses in the delivery of the lessons as they
pertained to the approach/method assigned,

c). An evaluation of which of the methods you preferred and
detailed reasons why,

d). What did you learn about yourself as a teacher when showcasing
these methods, and finally,

e). Any concluding remarks regarding the methods, and their
application to you as a teacher.

Evaluation Criteria:

1. Organization/depth of the lesson plan’s descriptive details

2. Synthesis to relevant principles/theories of the methods

3. Creativity embedded in the lesson content

4. Depth/insight of the evaluation of the lessons

5. Depth of self-reflexiveness

3. REVIEWS/MEMORY JOLTS/CLASSROOM EXERCISES/Videotaped
teaching: Due to the short duration/span of the course, please
take extremely detailed notes of all lectures, discussions, exercises and
readings. You will be required to remember key facts, and will need to be alert
at all times in order to effectively remember details. Starting in the second
institute, you will be sharing 5 minutes of your taped teaching with the class.
Contextualize the clip; analyze your strengths and analyze your areas for
improvements. Finally, analyze what you will do differently based on what you
have learned in the course so far particularly as this pertains to ELL teaching
principles/methods and your current teaching style as showcased in your demo
video.

4. Reviewing
content coaches: Reaction briefs. We will be having four guest
presenters/content coaches from local school districts/organizations who will be
giving demonstration presentations on innovative methods for teaching ELL
learners. You will have to turn in shortresponses/reaction briefs
(no page limitations) to these demonstrations. You will only respond to three
out of the four presentations so decide which 3 you will focus on (Due: dates
marked on the syllabus)

·Please take notes during the demonstration so that you do not
forget salient points as they occur to you. Your brief should include pertinent
information such as: the title of the talk, the presenter, and the time and
day of the presentation.

·List at least 3-5 strategies for the ELL classroom that you saw
highlighted in the presentation, and which you were impressed by.

·List to the extent possible, the manner in which the showcased
strategies involved elements of any of the methods/approaches we have discussed
in class so far. Be sure to justify your links to methods/approaches with
examples.

·List any other methods/ approaches which were not highlighted, and
which you felt could have accomplished the teaching goal more effectively/as
effectively.

5. Working
portfolio Presentation:
You will give a power-point presentation of your Professional Portfolio during
the final institute: see the list provided at the end of the syllabus. Please
remember that your presentation CANNOT EXCEED 15 minutes.

Note: Provide
detailed reflective statements for all the standards and your artifacts in the
portfolio. Explain the extent to which you feel you have as a
professional met or exceeded these standards and explain WHY. Provide detailed
reasons why—don’t just say you have met or exceeded the standard—provide
convincing evidence in the brief statements which connect the standards to the
artifact.

A Hard copy of your working
professional Portfolio. Since this is required for NCATE
standards, please make copies of artifacts in the final product for your own
files since these portfolios will become part of the English department NCATE
files. You should include your electronic PowerPoint presentation in the form
of a CD/ memory stick.

Please do not
use MAC or Windows Vista formats since these are incompatible with campus
PCs.

Due date: June
19, 2010 (In class): No exceptions.

Evaluation Criteria: Hard Copy
Professional Working Portfolio

1.
Organization: (Technical details of
the overall portfolio/clear, working navigability)

2.
Critical insight (embedded in the Reflective Essay, and
reflective statements: see below).

Note: Before submitting
your electronic portfolio, use a campus computer to check to see if all links
work properly so as to rectify any technical glitches.

Criteria for the OPENING REFLECTIVE
essay in the Professional Working Portfolio:

1. Introduction: Provide a
short introduction to your portfolio, and provide a short summary of its
contents as they pertain to your overall philosophy of English language
teaching. Describe which of the teaching methods/approaches discussed in the
course you use /will use and why?

2. Narrative: Explain
HOW you would integrate relevant content learned from the courses (as
evidenced by your artifacts) into your present or future classroom teaching.
Next, explain WHYyou think the content of these artifacts is
important to include in your present or future teaching.

3. Rationale: Demonstrate
using examples from the artifacts contained in your portfolio as to HOW you
have gained knowledge or understanding of course content, and the extent to
which your /artifacts meet the designated standards.

4. Additional Thoughts: Feel
free to highlight areas where standards could not be met and reasons why (e.g.,
course work still in progress; a lack of access to gifted or talented students/
special education students and so on).

5. Conclusion:
Conclude by examining which aspect of this working portfolio was the most
rewarding for your professional career and WHY.

NOTE: The syllabus that follows is subject to changes. Both the pacing
and the content will be dictated by your needs and intended outcomes for this
class.

GRADING CRITERIA

GRADUATE CREDIT: Students
will be assessed on all assignments using expectations of graduate school.
Papers, presentations and the reports will have to include a greater range and
depth of exploration, will have to demonstrate originality of ideas, and be
presented in extremely professional terms (such as at national and international
conferences). The following grading system will used:

NCATE
Requirements: Data collection

The M.A. TESOL at Salisbury
University is an NCATE accredited program. In order to meet national
accreditation requirements, and to collect data necessary for annual program
review, selected samples from work completed in courses in the ACE program may
be copied and retained for review including videotaped teaching samples. All
material thus obtained will be kept confidential and used for the purpose stated
above. For further inquiries related to this matter, please contact the Chair
of the English Department.

Standard 5.a.ESL Research and History: “candidates demonstrate
knowledge of history, research, and current practice in the field of ESL
teaching and apply this knowledge to improve teaching and learning” (p. 60).
Also, refer to the Rubric for Domain 3 under Planning, Implementing
and Managing Instruction: “Candidates know, understand, and use
standards-based practices and strategies related to planning, implementing, and
managing ESL and content instruction, including classroom organization, teaching
strategies for developing and integrating language skills, and choosing and
adapting classroom resources” p. 40.

The above are two standards most applicable to this specific
course though other standards are consistently alluded to—the separation is
quite artificial. The chart below indicates the intended NCATE outcomes of the
standard and the second column indicates the variety of assessments used in this
particular course to meet these standards. Scores of 90-100% assume that the
candidate “Exceeds Standards”; scores of 80-89% assume that the candidate “Meets
Standards”; and scores of 70-79% assume that the candidate “Approaches
Standards.” Below is the detailed link between outcomes and assessments to gauge
the outcomes in this specific course:

Domain 3: Planning and Managing
Instruction

Outcomes

Course
relevant Assessments

“Candidates know, understand, and are
able to use effective practices and strategies related to planning and
management of ESL Instruction, including classroom organization,
effective teaching strategies for developing and integrating language
skills, implementing a variety of teaching strategies and structures,
and effectively choosing and adapting classroom resources.”

·Assessment of Professional
Working Portfolio

·Assessment of 2
microteaching events of two lessons utilizing two assigned
(diametrically opposed) teaching methods to plan for ESL instruction.

·Evaluation of lesson plans
and materials design in two microteaching events to mange ESL
instruction.

·Evaluation of lesson plans
and materials design in two microteaching events to plan effectively for
diverse classrooms.

·Evaluation of
self-videotaped teaching events to design realistic and empowering
models of instruction to newcomer populations.

NOTE: Rubrics are provided with links to all relevant standards assumed of the
course assignments.

MSDE/NCATE Technology Requirements

All
students seeking TESOL certification should establish an electronic portfolio,
and include as many projects from this course in this portfolio. Detailed
hypermedia presentations done for this course can be included in this electronic
portfolio. When including your portfolio selection, be sure to include: (just
some tips!)

A brief narrative argument explaining why the selection will be
integrated into your classroom pedagogy—explain why it is of importance.

The extent to which the selected material meets outlined course
objectives—show its connection to the actual course.

A brief synthesis of the extent to which you feel that your selection meets
a specific standard in the above cited NCATE/TESOL standards and your
evaluation of whether it:

Revisiting the Post-Methods era: Raising cultural consciousness in learners and
teachers; Conclusion and Final EvaluationIn-class quiet reading time: Myths and Realities: Staff
development Myths and Myths about parental involvement (Chapter 9 and 10).

Part 1: Schedule
for the Working Professional Portfolio Demonstration

Please do
not exceed 15 minutes in your presentation

TIME

PRESENTER

10.00-10.15

Lauren

10.20-10.35

Valerie

10.40-10.55

Amy

11.00-11.15

Marc

LUNCH BREAK

Part 2 Schedule
for the Working Professional Portfolio Demonstration

Please do
not exceed 15 minutes in your presentation

TIME

PRESENTER

1.00-1.15

Dana

1.20-1.35

Eric

1.40-2.00

Jenn

2.05-2.20

Ron

Final Evaluations

Philosophy of Language Teaching—Reflective Essay and
e-portfolio: Due in class

Content Coach Reaction Brief #3 due in class. No
exceptions beyond this date).

Microteaching Assignments: Cohort 2010

Note:
Please refer to relevant sections in your texts: Methods and Approaches
and Practical Techniques for Language Teaching to plan for this activity.

Date

Time

Name of presenter

name of methods

June 5

10.15-10.45

Lauren

Total
Physical Response

Audiolingual Method

June 5

10.50-11.20

Valerie

The
Silent way

Community Language learning

June 5

11.25-12.00

Dana

suggestopedia

grammar
translation

June 12

11.05-11.35

Amy

whole language

Oral
situational Language teaching

June 12

3.30-4.00

Eric

The lexical Approach

Task
based language teaching

June 12

4.15-4.45

Jenn

oral/situational language teaching

The natural approach

June 13

10.15-10.45

Marc

Audio
lingual Method

Multiple
intelligences

June 13

11.00-11.30

Ron

Content
Based language Instruction

cooperative language learning

TARGET Project

Anjali Pandey

Phone: 410-572-6033

E-mail: axpandey@salisbury.edu

Instructions for Planning the Working
Professional Portfolio

Note:

Since some of you will be unable to go home during the week
when the portfolio is due, please to gather all artifacts from previous classes
that show the extent to which your course-work so far has succeeded in
fulfilling NCATE requirements in the five domains as explained in the document
that follows.

The complete standards can be accessed at:

http://www.tesol.org/s_tesol/bin.asp?CID=219&DID=13040&DOC=FILE.PDF

WHY DO YOU NEED THIS?

A considerable part of your final course in each cohort
will be devoted to preparing your Working Professional Portfolio. Consequently,
please read the document that follows and gather any relevant artifacts that
could be included from these courses in the program:

ACCESS

ENCORE

Module #1

Module #1

Engl. 536:
Principles of Linguistics

Engl. 509: Seminar
in Language Study: Grammar and Culture

Engl. 591: Topics in
Literacy and ESOL Listening

Engl. 532: Literacy
and ESOL Reading

Module #2

Module #2

Engl. 539: Second
Language Acquisition

Engl. 534: Literacy
and ESOL Writing

Engl. 591: Topics in
Literacy and ESOL Speaking

Module #3

Module #3

Engl. 528: ESOL
Tests and Measurements

Engl. 547: Current
Methods in ESOL Instruction

Engl. 533: ESOL
Program Development

Final Note:

If you have photographs/teaching videos and other materials
that you want to include in your portfolio (see the description that follows for
examples for each of the domains), please gather these together.

Please
note that you can add artifacts to this po

[1] See the Salisbury University Graduate Catalog
for a brief description to this course.

[2] The following standards are taken directly from
the document “TESOL/NCATE Standards for the Accreditation of Initial
programs in P-12 ESL Teacher Education”, (2002)-Draft prepared by the
TESOL task force on ESL standards” TESOL Inc. For newer details, please
refer to the following web-site: http://www.tesol.org/s_tesol/bin.asp?CID=219&DID=13040&DOC=FILE.PDF